The aim of this paper is to research recruitment and discrimination within the British Army. This research proposal will evaluate the recruitment strategies utilized by the British Army to establish their adherence to equality and fairness. More so, the proposal will identify the forms of discrimination that prevail in the British Army. During this research, I will have practice of working with the triad. The paper reflects on the learning process with the triad as well as the issues that I faced when developing my research instrument as an individual.
The importance of the study is obvious. It will cover the recruitment approach that has been utilised by the British Army. The system will be deeply investigated in terms of any changes that have been made to it over the years to ensure fairness and equality. More so, the scope of the study will extend to the British Army’s position on the fairness of its system as it applies to both male and female recruits (Gee 2013).
To establish specific goals in my plans, I used quantitative method for structuring as my research instrument. It was a very helpful and interesting experience for me to develop my goals and objectives. For the first task, it was necessary to do a literature review, which has brought many benefits. To find answers to the questions that interest me, I plan to use a triangulating data source.
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Firstly, I am planning to identify the recruitment systems used by the British Army in the course of bringing new members. The British Army is one of the most prestigious services that most people aspire to work with. It is the principal land military force in the United Kingdom. The army allows young people aged 16 years to apply for positions in the service delivery. Recruitment into the army is available every year, and applicants are always required to meet particular criteria in terms of physical and mental health before being accepted. Accordingly, the Ministry of Defence Committee referred to as the Standing Committee Army Manpower Forecasts (SCAMF) is responsible for the recruitment of new soldiers into the army. The specific recruitment methods include the attraction of candidates through advertisements on television, the Internet, and the press. The British Army is also gradually embracing interactive and experiential marketing methods as part of its recruitment strategy, hence attracting as many applicants as possible depending on the available positions.
Secondly, I am going to investigate any forms of discrimination related to both female and male army officers in the British Army, because there have been issues with the equality and fairness of the recruitment methods as some potential candidates are controversially excluded. More so, questions on gender discrimination in the recruitment process continue to be raised as women are denied many opportunities in the combative units. For instance, more than 65% of the available positions are always allocated to men and only 35% are allocated to women (Gee 2013).
Therefore, it is important to investigate the level of fairness in the recruitment system of the British Army to ensure that effective changes are made in future recruitment exercises (Legge 2005).
Considering this, I am going to suggest improvements that could be made to the recruitment approach utilised by the British Army hence promoting fairness and equality in the recruitment process (Boxall & Purcell 2011). The army claims that its methods are fair and equal in terms of admission of every applicant and their respective qualifications. This proposal will be helpful in revealing effective human resource management, which aims at providing a fair and equal system of recruitment that is able to give candidates the chance of being selected to fill the available positions in the organisation (Inman, O’Sullivan & Murton 2014).
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Working in a triad brought an incredibly big benefit for me. Working with other people, I felt a part of the team. Each member has made his or her contribution to the work. We helped each other for the benefit of a common goal. Every advice from others helped me to look at my work from another perspective. At first, it was hard to understand difficult terms that required extra work, but after spending hours working on this project, I understood how I was going to structure my research. I can easily associate my learning style to four stages of David Kolb’s learning styles in contrast to the one already studied. Work with colleagues helped me find solutions to many issues that arose during the project. I can confidently say that experience I gained is invaluable.
On the other hand, working in the triad was something new for me. I have never had such style of work. Thinking about it, I can honestly say that now I do not use just one style of learning. This experience was clearly crucial and incredibly useful for me. Everyone worked on his part individually because the task of the triad is not to do work all together, but help each participant to do his/her work independently with greater efficiency. I also received a good practice of teamwork. Now, I have no fear or discomfort when we are discussing certain issues. We have become a real team.
My research is not complete, there are still certain parts, which require further work and investigation. Working in triad gave me an invaluable experience without affecting my personal thinking and approach to work. I hope that subsequently I will find more information about the work and successfully finish it.